33、s books. b. The topics from the real life.5. What measures do you take to improve the writing skill?a. Copying the texts b. Translating single sentences.c. Do nothing d. Writing English as often as possible.6. What kind of praise can make you feel successful and do better?a. A big hand. b. Well done 。

34、. c. What a good job! d. A humorous praisePlease provide the following information:Class:_____ Age:_____ Sex:_______. Thank you for your cooperation!5. Project rationale1). The role of peer check.Peer-correction offers a way out in case the student can not discover or self-correct her or his mistake 。

35、. The teacher can then ask others in the class for assistance. Another student will then give the correct answer. Once the classmate has given the correct answer, the teacher will ask the student who made the mistake to repeat the correct form. In this way the teacher reinforces the learning of the。

36、correct form. The advantages of the method are many. First, both the student who made the mistake and the student who corrected it are actively involved in the learning process. Second, the students get the feeling that they can learn from each other .This then also trains them for more teacher-inde 。

37、pendent learning in group or pair work. Finally, peer correction gives the teacher a clear picture of the level of more than one students ability. Group work is my teaching and learning technique. Some people may think that group work is not “real” learning and it is true that it can be lack of enou 。

38、gh practice, and time-consuming, however group work is a very good way to manage large class with mixed abilities and it can improve the students motivation of use English.2) Teacher check after correction needed.What will happen if the teacher feels a mistake should be corrected, but if the student 。

39、 who made a mistake can not correct it, and if at the same time no other student seems to be able to correct the mistake. In that case teacher correction seems to be the only possible way out. It is essential that we understand that the teacher correction does “not” mean that the teacher immediately 。

40、 gives the correct answer. On the contrary, the teacher will first give more help. My students should realize that the teacher has many roles so that students realize that the teacher takes only a minor helping one. My students should realize that the teacher has many roles in the class not just tha 。

41、t of evaluator. I would like students to get used to being responsible for their owe learning and not depending on the teacher all the time.3) The treatment of mistakesIt is not a teacher duty to correct mistakes which the students can correct themselves. If the teacher considers an exercise to be c 。

42、areless he may hand it back to the child to be corrected by the child himself or he may ask another student in the class to correct it .As a demonstration that the exercise is not the best that can be done.6. Writing work designI designed an adequate amount of activities (Cover four weeks of teachin 。

43、g) to test the hypothesis. If writing exercises are better designed, then the learners errors in writing will be reduced accordingly. In my project, I decide to improve my teaching technique in three ways: I would first make more detailed and insightful the corrections of the students errors, and as 。

44、k them to rewrite their work incorporating corrections；Next I would ask them to work in pairs or groups. I would pick up some typical errors from students writing work, carry out an error-analysis and design relevant remedial exercises.I have designed six activities to be tried out in four weeks.Wee 。

45、k 1 Activity1This Unit adapt to junior high school,Spread topic ， Writing A DiaryPurpose: Learning through the text and learn the simple past, to write a diary;
this part of the teaching and the general discourse around the time of teaching for the past. Instruction: 1)Training;
flexible use of the pa 。

46、st tense;
2)Students look at pictures, understand image content, the ability to obtain useful information；3)Students basic writing skills.For the students:Students in this class key training teachers underthe guidance of complete a diary, preliminaris master the skill, diary genre article using the u 。

47、nit of past tense learned to describe what happened in the past.Procedure: 1) The teacher himself diary from introducing, lets the student enter figure captions sentence verbs, helps the student to review this unit the tense knowledge: general study past.2）Through the text six picture, students are。

48、required to complement a sentence, raises the student in the sentence correctly apply the ability of knowledge learned tense.3）Individual and group cooperation through class combined, complete a diary, let the students master the skill, diary genre articles in writing to improve students comprehensi 。

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标题：电大|电大英语专业毕业论文( 三 )